The Association Between the Selection of Learning Resources and the Role of Tutors on the Effectiveness of Problem Based Learning at the Faculty of Medicine Swadaya Gunung Jati University
Main Article Content
Problem-Based Learning (PBL) is a widely used educational method in medical education aimed at fostering active student participation in tutorials. The primary objective of the tutor is to facilitate discussions and encourage every student to contribute. This study aims to understand the association between different learning resources and the tutor's role in the effectiveness of PBL among UGJ medical students. The study utilized an observational, cross-sectional design with a sample of 233 students selected through proportional stratified random sampling. Primary data was collected via questionnaires. The analysis was conducted using the Kruskal-Wallis and Spearman hypothesis tests. The results indicate that 52% of respondents preferred textbooks as their primary learning resource. The Kruskal-Wallis test revealed significant differences in the selection of learning resources concerning the effectiveness of PBL, specifically in motivational aspects (p = 0.020) and demotivational aspects (p = 0.000). However, no significant differences were found in cognitive aspects (p = 0.188). Furthermore, the Spearman test results showed no significant relationship between the tutor's role and the effectiveness of PBL in cognitive aspects (p = 0.058), motivational aspects (p = 0.343), or demotivational aspects (p = 0.797). In conclusion, while differences in the selection of learning resources affect the motivational and demotivational aspects of PBL, the tutor's role does not seem to impact its effectiveness in UGJ medical students significantly. These findings suggest that enhancing the variety and quality of learning resources could further improve student engagement and motivation in PBL settings.
Carbogim, F. da C., Oliveira, L. B. de, Mendonça, É. T. de, Marques, D. A., Friedrich, D. B. de C., & Püschel, V. A. de A. (2017). Teaching critical thinking skills through problem based learning. Texto & Contexto-Enfermagem, 26, e1180017.
De Jong, N., Verstegen, D. M. L., & Könings, K. D. (2018). The role of the e?tutor in synchronous online problem?based learning: A study in a Master Public Health Programme. British Journal of Educational Technology, 49(3), 385–397.
Doyle, T. (2023a). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis.
Doyle, T. (2023b). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis.
Ersanl?, C. Y. (2015). The Relationship between Students’ Academic Self-efficacy and Language Learning Motivation: A Study of 8th Graders. Procedia - Social and Behavioral Sciences, 199, 472–478. https://doi.org/10.1016/j.sbspro.2015.07.534
Fox, B. A. (2020). The Human Tutorial Dialogue Project: Issues in the design of instructional systems. CRC Press.
Gibbs, G. (2014). Control and independence. In Teaching large classes in higher education (pp. 37–62). Routledge.
Gonzalez-Argote, J., & Castillo-González, W. (2024). Problem-Based Learning (PBL), review of the topic in the context of health education. Seminars in Medical Writing and Education, 3, 57.
Gustin, M.-P., Abbiati, M., Bonvin, R., Gerbase, M. W., & Baroffio, A. (2018). Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches. Medical Education Online, 23(1), 1489690.
Haerazi, H., Prayati, Z., & Vikasari, R. M. (2019). Practicing Contextual Teaching And Learning (Ctl) Approach To Improve Students’reading Comprehension In Relation To Motivation. English Review: Journal of English Education, 8(1), 139–146.
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. Md. (2018). The effect of Mobile problem-based learning application DicScience PBL on students’ critical thinking. Thinking Skills and Creativity, 28, 177–195. https://doi.org/10.1016/j.tsc.2018.04.002
Karnes, F. A., & Bean, S. M. (2021). Methods and materials for teaching the gifted. Routledge.
Linoski, A., Slutskaya, S., & Holdsworth, E. (2020). Library Collections at Georgia Tech and the Affordable Learning Georgia Initiative. In Designing Effective Library Learning Spaces in Higher Education (pp. 33–44). Emerald Publishing Limited.
Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2023). Team-based learning: A transformative use of small groups in college teaching. Taylor & Francis.
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. https://doi.org/10.1016/j.ssaho.2020.100101
O Doherty, D., Mc Keague, H., Harney, S., Browne, G., & McGrath, D. (2018). What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach. BMC Medical Education, 18, 1–12.
Ogweno, P. O., Kathuri, N. J., & Oywaya, A. (2021). Effects of Problem Based Learning Method and Lecture Teaching Method on Academic Achievement of Students. Education Quarterly Reviews, 4(1).
Onye, U. U. (2016). Availability, Accessibility and Utilization of Library Information Resources by Students of the Federal University of Technology, Owerri (FUTO). Information and Knowledge Management, 6(10), 20–24.
Orsini, C., Evans, P., Binnie, V., Ledezma, P., & Fuentes, F. (2016). Encouraging intrinsic motivation in the clinical setting: teachers’ perspectives from the self?determination theory. European Journal of Dental Education, 20(2), 102–111.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Santos-Meneses, L. F., Pashchenko, T., & Mikhailova, A. (2023). Critical thinking in the context of adult learning through PBL and e-learning: A course framework. Thinking Skills and Creativity, 49, 101358. https://doi.org/10.1016/j.tsc.2023.101358
Shin, M.-H. (2018). Effects of Project-Based Learning on Students’ Motivation and Self-Efficacy. English Teaching, 73(1), 95–114.
Sovacool, B. K., Axsen, J., & Sorrell, S. (2018). Promoting novelty, rigor, and style in energy social science: Towards codes of practice for appropriate methods and research design. Energy Research & Social Science, 45, 12–42. https://doi.org/10.1016/j.erss.2018.07.007
Tan, O.-S. (2021a). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning.
Tan, O.-S. (2021b). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning.
Tang, T., Vezzani, V., & Eriksson, V. (2020). Developing critical thinking, collective creativity skills and problem solving through playful design jams. Thinking Skills and Creativity, 37, 100696. https://doi.org/10.1016/j.tsc.2020.100696
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004
Zambrano R., J., Kirschner, F., Sweller, J., & Kirschner, P. A. (2019). Effects of prior knowledge on collaborative and individual learning. Learning and Instruction, 63, 101214. https://doi.org/10.1016/j.learninstruc.2019.05.011
